Slide 1

The Flipped Classroom: Flop, Fiction, Fabulous, or Frightening? Jennifer Banas Dennis Beck Lee Daniels Bronne Dytoc Lucy Green Stephanie Moore Ross Perkins Drew Polly Charles Reigeluth Moncia Sulecio de Alvarez

Slide 2

The Flipped Classroom: Flop, Fiction, Fabulous, or Frightening? Jennifer Banas Dennis Beck Lee Daniels Bronne Dytoc Lucy Green Stephanie Moore Ross Perkins Drew Polly Charles Reigeluth Moncia Sulecio de Alvarez

Slide 3

Panel Objectives When designed well, learning systems can help students to reach their full potential. Recently, mainstream education media has given much attention to the Flipped Classroom. This panel will 1.Unpack the components and processes of the Flipped Classroom 2.Relate it to existing models and theories 3.Identify the gaps it addresses, as well as its strengths and weaknesses 4.Reveal new questions to be explored.

Slide 4

What are the nuts, bolts, and methods of the flipped classroom? What is it? What is history? How did it come to be? What research has been done on it? University of Texas Austin. Center for Teaching and Learning.

Slide 5

How Does the Flipped Classroom Relate to Existing Instructional Design Models and Theory? As a recent concept, its success rests not so much with the effectiveness of "flipped classrooms" per se, but with our ability to deconstruct the term into component parts and anchor them in research- based practices. Connections to Multimedia design Cognitive apprenticeship Situated learning ADDIE Kemp Design Model

Slide 6

What are the Strengths and Weakness of the Flipped Classroom? What Gaps Does It Address?

Slide 7

INSERT LUCY VIDEO HERE

Slide 8

Flipping and scaffolding Helping the learner complete what's needed Understand Perform Supporting independent learning End goal Milestones Reach higher every time with the support needed when needed

Slide 9

Difficult subjects Complex guided inquiry experiences The flipping is in providing the resources needed to complete the complex task

Slide 10

To What New Questions Does the Flipped Classroom Lead? Despite its potential, research on its effectiveness is inconclusive. As more educators adopt this model, educational systemic change specialists need to ask : How does flipped instruction compare to traditional approaches in the content areas? If one must walk with baby steps, when should the flipped classroom be used and what design features should the flipped classroom have for different situations? Is it a stepping-stone from the industrial-age paradigm of education to the information-age paradigm? What effect will the flipped classroom model have on lifelong learning habits? What message does the model send to students, parents, teachers and administrators? How does it leverage learning by doing? What other processes does it leverage? What aspects of education need to be modified to support flipped classrooms? How does it influence student performance on high-stakes tests? What are the best ways to prepare pre-service teachers to design flipped instruction? Does it afford the opportunity for sizeable authentic projects to drive learning? Can it help to personalize the learning process? Can it help usher in more self-directed learning?

Slide 11

Conclusion Critical to the success of any given learning system is the feedback it receives and how that system adapts in response to that feedback. As researchers and educators, we must challenge ourselves to continually and critically consider and provide feedback on new instructional design theories and models.

Slide 12

Resources Berrett, D. (2012). How 'Flipping' the Classroom Can Improve the Traditional Lecture. Education Digest, 78(1), 36-41. Boucher, B., Roberston, E., Wainner, R., & Sanders, B. (2013). Flipping texas state universitys physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72-77. Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33-43. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27. Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16(1), 356-366. Hamdan, N., McKnight, P. E., McKnight, K. & Arfstrom, K. M. (2013). A review of flipped learning [White Paper]. Flipped Learning Network, 1-15. Retrieved from http://researchnetwork.pearson.com/wp- content/uploads/LitReview_FlippedLearning1.pdf http://researchnetwork.pearson.com/wp- content/uploads/LitReview_FlippedLearning1.pdf Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. Lasry, N., Dugdale, M., & Charles, E. (2014). Just in time to flip your classroom. The Physics Teacher, 52, 34-37. Mangan, K. (2013). Inside the Flipped Classroom. Chronicle Of Higher Education, 60(5), B18-B21. Miller, A. (2012) Five Best Practices for the Flipped Classroom. Technology Integration, Edutopia. Retrieved from: http://www.edutopia.org/blog/flipped- classroom-best-practices-andrew-miller http://www.edutopia.org/blog/flipped- classroom-best-practices-andrew-miller NooNoo, S. (2012). Flipped learning founders set the record straight. T.H.E. Journal. Retrieved from http://thejournal.com/Articles/2012/06/20/Flipped- learning-founders-q-and-a.aspx?Page=1 http://thejournal.com/Articles/2012/06/20/Flipped- learning-founders-q-and-a.aspx?Page=1 Pierce, R., & Fox, J. (2012). Instructional design and assessment: Vodcasts and active-learning exercises in a flipped classroom model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1-5. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49. Talley, C. P. & Scherer, S. (2013). The enhanced flipped classroom: increasing academic performance with student-recorded lectures and practice testing in a flipped STEM course. The Journal of Negro Education, 82(3), 339-347 IMAGES Knewton.com - Flipped Classroom InfographicFlipped Classroom Infographic University of Texas Austin. Center for Teaching and Learning. What is the flipped classroom? WebsiteWhat is the flipped classroom? Website